Tri-State Autism Spectrum Disorder Webinar Series. This presentation is a collaborative effort between the following:

Size: px

Start display at page:

Download "Tri-State Autism Spectrum Disorder Webinar Series. This presentation is a collaborative effort between the following:"

Melina Patrick
6 years ago
Views:

Tri-State Autism Spectrum Disorder Webinar Series This presentation is a collaborative effort between the following: This material was developed under a grant from the

Department of Education, and you should not assume endorsement by the Federal Government.

The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E.

1 Tri-State Autism Spectrum Disorder Webinar Series This presentation is a collaborative effort between the following: This material was developed under a grant from the Colorado Department of Education. The content does not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. TASN Autism and Tertiary Behavior Supports is funded through Part B funds administered by the Kansas State Department of Education's Early Childhood, Special Education and Title Services. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, The contents of this power point presentation were developed under a grant from the Nebraska Department of Education, IDEA parts B and C from the U.S. Department of Education. However, this content does not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government. Questions will be asked throughout the webinar Polling Questions When the poll opens on your screen respond by clicking on or filling in your answer. 1

2 TRI-STATE WEBINAR SERIES Expanding The World Through Social Development: Your Wh Questions Emerging Social Communicators Presented by: Cara Woundy Presenter Information Cara Woundy M.Ed., CAGS Occupational Therapist and School Psychologist Autism Specialist Colorado Department of Education 2

3 Contributor Information Cara Woundy, M.S., OTR/L, M.E.d, CAGS Autism Consultant (Colorado) Jamie Lewis, M.S., OTR/L Central Region Autism Team Member (Nebraska) Peggy Lawrence, M.A. Ed., BCBA Technical Assistance Coordinator (Kansas) Susan Danner, M.S. Ed Kansas MTSS State Trainer (Kansas) Learner Objectives 1. The participants will determine the needs of their students by utilizing the appropriate social skills assessment tools. 2. The participants will be able to describe strengths and needs of students with emerging social communication skills. 3. The participants will be able to explain the impact that social skills have on student access to relationships, education, different environments and quality of life. 4. Participants will be able to design individualized social skills instruction across all environments. 3

The curriculum and activities have to be planned and systematic, with

4 Presentation Summary Take Home Message The social skills curriculum should be a critical part of EACH and EVERY day for students with ASD. The curriculum and activities have to be planned and systematic, with as much consideration, if not more than math, literacy and every other area. 4

5 Why? Individuals with autism have to learn the social skills that come more naturally to their peers. Improving social skills development will assist individuals with autism become more of a participant- rather than an observer in the community. 5

6 Research says Individuals with soft skills such as good social skills, sociability, good work habits, and conscientiousness, as well as those who participate in extra curricular activities are more likely to make more money, be employed, and attain high levels of education than those with good grades and high standardized test scores. (Lleras, 2008) Remember INCLUSION? I think belonging... should be included in the overall definition [of inclusion] and throughout the expanded explanation. It represents more than just being a part of the community but is more interactive and meaningful. If you belong to a group versus participate with them, it connotes ownership as well as equality. - DEC Work Group Member Position-Stmt_ pdf 6

7 Who? CHARACTERISTICS: EMERGING SOCIAL COMMUNICATORS Can seem awkward IQ varies History of language delay or Developmental Disabilities SPD may be prominent when young Perseverate Weak Theory of Mind Delays in Joint Attention May be honest when young and unaware of mental manipulation This information is an adaptation of the 36-page article Social Communication Learning Styles as a Guide to Treatment and Prognosis: The Social Thinking-Social Communication Profile by Michelle Garcia Winner, Pamela Crooke, and Stephanie Madrigal available at It does not contain all the information in nor is it intended to replace the information in the article itself. 7

8 STRENGTHS AND NEEDS: EMERGING SOCIAL COMMUNICATORS Strengths: May possess strong visual learning skills May have good decoding skills Show good rote memory Excel in areas of interest Devoted to routine May choose jobs others see as redundant Needs: Interpret language and nonverbal cues literally Struggle to predict what others think and feel Difficulty relating to peers in age appropriate ways Trouble entering peer groups Weak self-awareness More naïve than peers Critical Skills Joint attention Sharing enjoyment with others Sensory regulation Expressive and receptive language skills Theory of Mind Organization Problem solving 8

9 POLL Raise your hand if you have met this type of social communicator. What? 9

10 ASSESSMENT Social Skills Checklist (Quill, 2000) Autism Social Skills Profile (Bellini, 2006) Social Responsiveness Scale, 2 nd Edition ( Constantino & Gruber, 2012) SCERTS (Prizant, Weatherby, Rubin, Laurent & Rydell, 2006) Social Interaction Observation Form The Social Skills Checklist (Quill, 2000) Designed for young children with autism. It is rated in a yes/no format by parents or professionals who know the student well. Areas assessed: Play (solitary and social) Group skills (attending, waiting, turn-taking, and following group directions) Skills are listed in a developmental sequence 10

11 Autism Social Skills Profile (Bellini,2006) Assists in identifying social skills deficits and measuring progress following intervention. For individuals between the ages of 6 and 17. May be completed by adults who are familiar with the child s functioning. The Social Responsiveness Scale, Second Edition ( Constantino & Gruber, 2012) Reveal a wide range of characteristics of ASD from subtle to more pronounced. Completed by parents/caregivers or teachers who are familiar with the student. For ages 2.5 to adult Provides an overall score and five subscales: Social Awareness Social Cognition Social Communication Social Motivation Restricted Interests and Repetitive Behaviors. 11

12 SCERTS SCERTS is a comprehensive approach for children with ASD that focuses on communication and social-emotional functioning. SCERTS stands for: Social Communication (SC) Emotional Regulation (ER) Transactional Support (TS) Social Interaction Observation Form Age: Preschool- adult Description: A structured observation form that outlines specific typical social behaviors. Observations either support these behaviors or detail atypical interaction. Social Interaction Observation Form Student s Name Date Behavior Observation Interacts with peers during breaks. Peers seem to accept student. Responds to peers questions. Carries on social conversations. Participates in games. Demonstrates appropriate gestures and responses. 12

13 How? Key Components of Social Skill Programming Occur in the child s natural setting (classroom, living room) and involve peers (multiple settings, multiple people) Direct instruction followed by practice Be individualized Address either a skill acquisition deficit and/or a performance deficit Dosage of at least 3 hours per week Teach and reinforce social skills as frequently as possible throughout the day Develop a LARGE intervention tool chest Bellini, Peters, Benner & Hopf (2007); Gresham, Sugai & Horner (2001); Quinn, Kavale, Mathur, Rutherford & Forness (1999) 13

14 Social Skills Instruction There is no one method to teach social skills that works for all students all the time. However, evidence shows that many approaches can be effective Scott Bellini DIRECT INSTRUCTION (INTERVENTIONS) Regulation Strategies Relationships Social Narratives Social skills group 14

15 REGULATION STRATEGIES Contingency Mapping Relaxation Strategies Conscious Discipline Contingency Mapping A method for graphically representing complex behavior relationships. It uses a positive behavior approach to teach a child about the relationship between his or her behavior and its consequences. It teaches the child to use a new behavior to achieve desired outcomes. (Brown, 2004) 15

Relaxation Strategies: (http://www.txautism.net/uploads/target/relaxation.

16 Relaxation Strategies: ( Relaxation strategies can help students with autism manage stress (internal and external). Antiseptic Bouncing Support from Routine Redirection Home Base Self Calming 16

17 Antiseptic bouncing Antiseptic bouncing involves removing a student from the environment in which the difficulty is occurring. It requires the adult to understand student s signs of overwhelm and to act on it in a positive manner. Once the student returns, the problem has typically become less of a distraction. Support from routine Displaying a chart or visual schedule of expectations and events can provide security to individuals with ASD. This helps establish predictability as well as advance preparation for a change in routine. 17

Activity Schedules for Teaching Social Skills What is an activity schedule? A set of pictures or words that cues to engage in a sequence of activities.

18 Activity Schedules for Teaching Social Skills What is an activity schedule? A set of pictures or words that cues to engage in a sequence of activities. Can take many forms but initially, it is a three ring binder with pictures or words on each page that cue person to perform task, engage in activities or enjoy rewards. 35 (McClannahan, L., & Krantz, P., 2010) Teaching Activity Schedules Use graduated guidance to teach students to open the schedule book, turn to the first page, perform task, and then turn to the next page for cues to the next task. The goal of teaching schedule use is to enable students to perform tasks and participate in activities without direct prompting and guidance by adults

19 Incorporating Scripts into Activity Schedules Verbal imitation Student learns to associate a verbal script with a given step/activity Visual steps for greetings 19

20 Redirection Directing the student to something other than the source of stress can be beneficial. Home base An acceptable place where students can go to escape a problem situation. A quiet place, away from stress A positive place (not a time-out zone or any place used for punishment) Need access at all times The student (regardless of expressive language level) has a way to request home base. 20

Self-calming Teach simple strategies to release stress or to relax the body to help a

Strategies need to be paired with visual supports regardless of their communication

com) Comprehensive self-regulation program that integrates social-emotional learning

21 Self-calming Teach simple strategies to release stress or to relax the body to help a student calm. Strategies need to be paired with visual supports regardless of their communication level. Conscious Discipline ( Comprehensive self-regulation program that integrates social-emotional learning and discipline. Utilizes everyday events rather than an external curriculum. Addresses the cause of the behavior, and then teaches a new, acceptable skill. Used in a variety of classrooms 21

22 RELATIONSHIPS Navigating the Social World (McAfee, 2002) Building Social Relationships (Bellini, 2008) Navigating the Social World (McAfee, 2002) Communication skills including initiating and sustaining a conversation, tone of voice, nonverbal communication and more. Strategies on how to handle stress and anxiety and how to communicate feelings. Ideas for managing common behavior challenges including resolving conflicts, misunderstandings, compliance issues. 22

23 Building Social Relationships (Bellini, 2008) Comprehensive five-step model helps children identify the skills they need to form relationships and an intervention plan to help them acquire these skills. Offers a variety of social skills strategies and resources. Assessment and progress monitoring forms are included. The 5-step model: 1. Identify and assess areas of need 2. Discern between skill acquisition deficits and performance deficits. 3. Select appropriate intervention strategies 4. Implement intervention 5. Evaluate program and modify as needed SOCIAL NARRATIVES Social Scripts Cartooning 23

24 Social Scripts Social scripts are the most basic of social narrative strategies They provide an individual with statements, comments and questions to use in specific social scenarios that they may have difficulty navigating on their own Include: conversation starters, responses to common questions or phrases and appropriate phrases to change the topic of conversation

25 49 Script Fading Fade from the end to the beginning Fade quickly Be prepared to back-up if the learner does not imitate the full script 25

26 Video Modeling Video modeling involves demonstrating desired behaviors through active video representation of the behaviors. Involves an individual watching a video demonstration and then imitating the behavior of the model. It is imperative that the model receive reinforcement for the desired behavior. LaCava, P. (2013). Video modeling: An online training module. (Kansas City: University of Kansas, Special Education Department). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, Columbus, OH: OCALI. Video Modeling Applications Video modeling: performing the desired or targeted behavior Video self modeling: the learner is recorded performing the target behavior while any inappropriate or other behaviors are edited out of the final video Point of view video modeling: videotape is created to show how the behavior would look from the learner's point of view Video prompting: the process of showing sequences of behavior in different clips 26

27 Cartooning A visually based strategy that involves drawing a picture to explain a situation and the thoughts of others during the situation. It can be used to teach a variety of skills. Cartooning 27

28 Comic Strip Conversations (Gray, 1994) GROUP INSTRUCTION 28

29 Steps to Developing Social Skills Groups ( Step 1. Identifying Social Skills Targeted for Instruction Step 2. Organizing Training Groups Step 3. Collecting Baseline Data Step 4. Scheduling Group Meetings Step 5. Creating a Training Format or Structure Step 6. Organizing Topics for Instruction Step 7. Specifying Embedded Instructional Strategies or Materials Step 8. Training Helpers Prior to Implementing Group Instruction Step 9. Implementing Social Skills Group Training Step 10. Collecting and Using Data on Target Behaviors/Skills to Inform Instructional Decision Making Group components: 1. Introduction/warm-up 2. Topic focus 3. Modeling 4. Practice 5. Coaching/prompting 6. Feedback/problem solving 7. Free/snack time 29

30 POLL Name one thing that you do well in social groups. Where? 30

31 GENERALIZATION OF SKILLS Regulation Strategies Relationships Social Narratives Social skills group REGULATION STRATEGIES Visual supports for regulation are available in different settings Practiced regularly 31

32 RELATIONSHIPS Fade adult prompting Access to natural social environments Knowledge of age-appropriate conversation topics SOCIAL NARRATIVES Available in all environments 32

33 SOCIAL SKILLS GROUP Plan opportunities for generalization DEVELOPING PEER AWARENESS Staff and Peer Education Peer Mediated Interventions Circle of Friends 33

34 Poll What environment have you had success with providing opportunities for generalization of social skills? When? 34

Teaching social skills should happen: After an assessment has been completed and targeted goals have been developed. When anxiety is low. When environmental stimulation is minimal.

35 Teaching social skills should happen: After an assessment has been completed and targeted goals have been developed. When anxiety is low. When environmental stimulation is minimal. When students are equipped with visual supports for regulation strategies. When there is a planned and systematic approach developed for social skill intervention. THANK YOU! Cara Woundy Woundy_C@cde.state.co.us 35

36 Questions State how these strategies are connected to the state standards in your state. List 3 strategies that you plan on using with your students. Provide a timeline for when you plan to implement the interventions. References Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006). The SCERTS Model: A comprehensive educational approach for children with autism spectrum disorders. Baltimore: Paul H. Brookes Publishing Company. Bellini, S. (2011). Overview of Social Skills Functioning and Programming (Columbus, OH: OCALI). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, Columbus, OH: OCALI. Brown, K.E. (2004). Effectiveness of functional equivalence training plus contingency mapping with a child with autism. University of British Columbia: UBC Library. LaCava, P. (2013). Video modeling: An online training module. (Kansas City: University of Kansas, Special Education Department). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, Columbus, OH: OCALI. Myles, B.S., & Southwick, J. (1999) Asperger syndrome and difficult moments: Practical solutions for tantrums, rage, and meltdowns. Shawnee Mission, KS: Autism Asperger Publishing Company. Winner, M.G., Crooke, P. & Madrigal, S. (2015) The Social Thinking-Social Communication Profile - Levels of the Social Mind. Social Thinking Articles. 36

37 Resources Autism and Tertiary Behavior Supports Autism Speaks Colorado Department of Education Resources Nebraska Autism Spectrum Disorders Network Ohio Center for Autism and Low Incidence OCALI US Department of Education Texas Statewide Leadership for Autism Training 37

TRI-STATE WEBINAR SERIES

TRI-STATE WEBINAR SERIES Expanding The World Through Social Development: Your Wh Questions -Early Social Communicators- Presented by: Jamie Lewis, MS OTR/L Nebraska Tri-State Autism Spectrum Disorder Webinar